During the last years, there have been many social, cultural, technological, educative and economic changes in our contemporary society. This fact has leaded to rethink and represent the relationship that becomes between learning and teaching in a university context. The metaphor of the network has prevailed at the level of the different discourses on social relations and on ways of communication and the diffusion of knowledge. (…). The network as a web of relationship has become institutionalised as reality, as its virtual dimension shapes our daily lives. (Kryger and Ravn, 2007:28). That is why our study has as a purpose to know if the ecosystemic philosophy and the relationship with the otherness are present, or not, in a University context, specifically in the degree of Pedagogy of the University of Barcelona. We have focused in that degree because the objectives of it are to develop among the students the competences to be able to develop tasks of organization, evaluation, design, assessment and counselling in formal and non formal institutions. Moreover, our experience, as students of that degree, and as teaching assistants of this faculty, is a key starting point of our mini-research. On the other side, this study emerges of the need of a cooperative work as a possible mechanism which helps learning (Suárez, 2003:73). Besides, we are concerned that learning and the relationship with the context should be done under a global, holistic, integrating, adaptable and choral focus. That means, to make easier the summary and integration of the different knowledge that are being articulating in the different ecosystems where the student take part in his/her daily life. Therefore one of our theretical references has been Bronfenbrenner´s theories. The purposes of our research have been (1) to know the relationship between teaching and learning that are established in a High Education context; (2) to research the level of presence of the ecosystemic philosophy in the training programs of the Degree of Pedagogy; (3) to identify the type of relationships that emerges between pupil and teacher in all the syllabus analyzed; (4) to describe the experience of the researchers, as students, and teaching assistants; and (5) to analyze the cooperative work between teacher-pupil and teaching-learning.

- Textual analysis of the syllabus of compulsory courses for students of the degree of Pedagogy of the University of Barcelona. - Plan followed: 1. Collection of the syllabus (2000 Study Plan) 2. Contrast of the syllabus that appear on the website of the Faculty and the syllabus that appear on the online dossiers. 3. Analysis of the content taking into account the next aspects: - The relationship with the otherness - The ecosystemical symbiosis - The emotional education - The link to other contexts - The share of experience as students and teaching assistants in training.

After analyzing the syllabus of compulsory courses for students of the degree of Pedagogy: - The reflection of the importance of linking the university with other contexts of our society like the social, cultural and educational ones. - The idea of university as a bridge between the reality, praxis and knowledge. - To conception of University as a space for training citizens and professionals of a society where all the ecosystems are interrelated - The need of innovation and interrelation with other contexts, not only the educational one. - The importance of the spaces dedicated to the cooperative work.